The fundamental issue for Minnesota is
completion of postsecondary education and attainment of certificates and
degrees by students of color, asserts Larry Pogemiller, commissioner of
the Minnesota Office of Higher Education (OHE). We must overcome the
inequities in postsecondary education or we'll stifle the economy, he
says, because we'll just run out of people to do the work. He calls it a
moral and economic imperative.

Minnesota students of color, Pogemiller points
out, are much less likely to complete high school on time and to
complete postsecondary education than white students. And students of
color, who now make up 24 percent of Minnesota graduates, are more
likely to attend two-year colleges part-time than white students,
meaning they are less likely to complete a certificate or degree
program. These disparities, he says,

constitute "a scandal" and are creating a
tiered system that is a major problem for our society in the long-term.

And students attending two-year colleges are
much more likely to be enrolled in developmental (i.e., remedial)
postsecondary courses than those attending four-year colleges, he says.
Rates of enrollment in developmental courses-a measure of lack of
readiness for college-differ widely by racial/ethnic group. The greatest
difference is between white high school graduates, with 24 percent
enrolling in developmental courses, versus black or African American
graduates with 55 percent.

Pogemiller believes strongly that a critical
step toward addressing these postsecondary inequities is to focus scarce
resources on those most in need through targeted financial aid. He
states that using targeted financial aid rather than free college or low
tuition for everyone is a "no-brainer" policy issue. Targeted financial
aid allows students to get to their best-fit institutions and increases
their odds of success, he says.

We must start at the pre-K level in order to
solve the postsecondary problem, because inequities snowball, he says,
even at the lowest grade levels. He believes we don't intervene
effectively enough through the early years for a lot of students who are
lagging behind in basic skills. Those students start to believe they
can't succeed.

2. Further study warranted. It would be
helpful to schedule additional interviews on this topic.

3. Minority population to surge. A
dramatic increase in Minnesota's minority population, in absolute
numbers and relative proportions, is inevitable.

4. Minorities must be ready to lead. It is
essential for Minnesota's prosperity that people of color and other
minorities play significant roles in the state's leadership in business,
government, education and other fields.

5. Elite schools must enroll more minorities.
Because a large proportion of state leaders are graduates of higher
ranked public and private colleges and universities, those institutions
must enroll more minorities than in the past to increase minority
leadership.

6. Help more attain elite schools.
Lower-income students will find community colleges affordable, but those
with high potential for future leadership must be provided with
opportunities at the more highly respected schools.

7. Target funding via need-based grants.
That means more state funding must be targeted in the form of need-based
grants for low-income students at such schools rather than used to hold
down tuition for everyone.

8. Minority education key to having needed
workforce. Without more targeted support of minority education and
leadership development, the state is likely not to have enough qualified
people to do the work of a healthy, growing economy.

9. Improved education at all levels required.
Developing the a qualified work force as well as strong leadership
will require a continued, strong commitment to improvement in education
from pre-K onward.

Response Distribution:

Strongly disagree

Moderately disagree

Neutral

Moderately agree

Strongly agree

Total Responses

1. Topic is of value.

9%

0%

27%

55%

9%

11

2. Further study warranted.

9%

9%

18%

55%

9%

11

3. Minority population to surge.

0%

0%

9%

36%

55%

11

4. Minorities must be ready to lead.

0%

0%

0%

27%

73%

11

5. Elite schools must enroll more
minorities.

9%

0%

36%

9%

45%

11

6. Help more attain elite schools.

9%

0%

45%

18%

27%

11

7. Target funding via need-based grants.

9%

27%

18%

36%

9%

11

8. Minority education key to having needed
workforce.

9%

18%

9%

45%

18%

11

9. Improved education at all levels
required.

9%

9%

0%

9%

73%

11

Individual Responses:

Dale Fairbanks (5) (7.5) (7.5) (7.5) (5) (5)
(7.5) (2.5) (10)

9. Improved education at all
levels required. In an effort to ensure that we have qualified
individuals to attend higher stature schools, I think we need to insure
that we do not dumb down our k-12 requirements.

Scott Halstead (7.5) (2.5) (10) (10) (10) (5)
(2.5) (5) (10)

We need to utilize education time
more effectively. Longer days in the classroom. More classroom days per
year. Utilize summer school to target those that are likely to need
remediation.

Ray Ayotte (7.5) (5) (7.5) (10) (5) (5) (5)
(7.5) (7.5)

Anonymous (0) (0) (10) (10) (10) (10) (0) (0)
(0)

7. Target funding via need-based
grants. It should be free.

Anonymous (7.5) (7.5) (10) (10) (10) (5) (5)
(7.5) (10)

Anonymous (5) (5) (10) (10) (0) (0) (2.5)
(7.5) (10)

6. Help more attain elite schools. Leaders
do not need to come from 'highly respected schools'

7. Target funding via need-based grants.
All low-income students or just minority low income students? This
question is not clear.

Mike McGee (na) (na) (na) (na) (na) (na) (na)
(na) (na)

There's been quite a lot of
discussion regarding the prospect of free college. However, there seems
to be a disconnect with respect to what it means to offer free college,
have someone take advantage of this, and then actually succeed or even
graduate. MCTC has had, in effect, "free college" for 6 years now. It's
called the Power of You program and includes St. Paul College and
Metropolitan State U as well. Recently, for those who complete an
associate’s degree in 3 years or fewer at MCTC, a free ride to Augsburg
college for a coveted private college bachelor's degree is an option.
What some want us to believe, and that may include Mr. Pogemiller, is
that "free" translates to successful. There are plenty of supports
available to those who are financially disadvantaged to attend college.
However, if they are not prepared, free means nothing. In fact, "free"
could mean a drop in success averages because many of those who have no
skin in the game tend to not work as hard because failing a class has no
financial consequences. Folks like Mr. Pogemiller need to address this
disconnect and grasp the fact that there is no connection between free
college and successful completion. It is much, much more complicated
than creating giveaway college courses.

Dennis Carlson (10) (10) (10) (10) (10) (10)
(10) (10) (10)

Private efforts are important as
well. One of the best is Wallin Education Partners. Their student
scholarships are $16,000 plus an advisor throughout their college
experience. Their focus is on minority students and other students in
financial need.

I would also like to know what Larry
Pogemiller is going to do next. He is a great Minnesota resource and we
need to keep him in the game after his OHE stint with Gov. Dayton is
over.

Laura Urban (na) (na) (na) (na) (na) (na) (na)
(na) (na)

I found today’s interview with Larry
Pogemiller interesting and confusing. I think he makes many good points
in his interview but the last paragraph of the interview gives the
impression that there is something wrong with students of color
attending 2-year colleges, which are part of MNSCU. For many students,
whether they are students of color or not, the two yr. colleges provide
opportunities for graduates to enter into the workforce at very good
salaries, have strong skill sets, and the opportunity to continue on
with their education at a 4 yr. school if that is their goal. In
addition, many of the two-year colleges in the Metro area are located in
areas with easy physical access through public transportation and meet
the needs of many types of students who are place bound.

I am not sure who is responsible for wording
the questions at the end of the interview, but I have a concern with how
Question #6 is worded: " Lower-income students will find community
colleges affordable, but those with high potential for future leadership
must be provided with opportunities at the more highly respected
schools." Is this question implying that graduates of community colleges
cannot provide future leadership and that high potential leaders only
come from highly respected schools? There are many good examples out
there of community college graduates who are CEOs and great leaders.
Case in point – Al Sholts, who you interviewed along with me for your
last publication is a graduate of a two yr. college and is considered a
leader in his field and within the community. Another case in point is
Mona Dohman, Commissioner for Public Safety, is a graduate of ATCC and
is a respected leader in law enforcement. Does this question mean that
2-year schools are not highly respected and do not produce leaders?
Thank you for the good work you do and for listening to me.

Chuck Lutz (8) (6) (10) (9) (9) (10) (9) (8)
(10)

Wayne Jennings (9) (9) (8) (10) (10) (8) (8)
(10) (10)

I'm concerned with a number of
students needing remedial work in college. I would place greater
responsibility on the K-12 system to assure graduates possess the skills
and knowledge for their future. That will take a reworking of the
secondary educational curriculum. Too many students are disengaged in
their high school courses because they don't see relevance. A better
curriculum does not mean just academics but encompasses the entire range
of human skills, abilities and talents.

Tom Spitznagle (5) (8) (8) (8) (5) (5) (4) (4)
(4)

It has been common for many of the
state’s low and moderate income students to start with a technical or
community college education, get a job and some experience, and then
further their education (at the U of M for example) if they so desire,
thus allowing them to assume more responsible positions (some in
leadership) and gradually improve their financial well-being. I don’t
know why this approach wouldn’t work for all minority students too. As a
matter of fact, many minority students are already taking advantage of
this approach. As stated in the interview, community college is
essentially free already so that should not be a roadblock for anybody.

There is also a strong tendency for social
programs to address symptoms without addressing the underlying causes.
As a result, too often significant public resources are used and the
situation remains basically unchanged. In this situation, is it only
[not] having the financial resources required to access higher education
at the U or private colleges that is the main problem holding back
minority students?

The Civic Caucusis a non-partisan,
tax-exempt educational organization. The Interview Group
includes persons of varying political persuasions,
reflecting years of leadership in politics and
business. Click here to see a short personal background of each.